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Documenting learning at ODS will be a good way to do self-doc

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We are finishing the Picture Perfect lesson on one use plastics. I am going to have them take pictures of all of the 1 use plastics around their house and then come up with ways to upcycle create an extended use for those materials

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Currently teaching weather/climate and there's a focus on ocean currents/temperature, so I want to do some kind of connection with the ocean & temperature.  Ideas?

A really exciting one will be genetics--it will really link with self-doc--such as connecting to ways you look like or don't look like your relatives.

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I'm considering using the self-doc as a pre-assessment for my summer workshop on sea level rise, to get a sense for what people know / what they think of when they hear the phrase. 

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I'm considering using the self-doc as a pre-assessment for my summer workshop on sea level rise, to get a sense for what people know / what they think of when they hear the phrase. 

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Also, I want to apply the self doc to how students use measurement, money and time  as a way to discuss math topics.

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Also, I want to apply the self doc to how students use measurement, money and time  as a way to discuss math topics.

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3. Ideas for using Self-Doc in teaching: For a unit on energy, ask students to photograph  devices/appliances that use energy in their homes. Possibly even determine which are used the most in their home? Could also ask to document trash/recycling in their homes for a unit on Pollution/recycling.

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3. Ideas for using Self-Doc in teaching: For a unit on energy, ask students to photograph  devices/appliances that use energy in their homes. Possibly even determine which are used the most in their home? Could also ask to document trash/recycling in their homes for a unit on Pollution/recycling.

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Q4 - Lots of Discussion
Co-create a classroom promise that helps create a safe space for all

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Q4 - Lots of Discussion
Co-create a classroom promise that helps create a safe space for all

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I want to use the self-doc with ELL students to discuss weather, and related issues of their culture/country of origin.

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I want to use the self-doc with ELL students to discuss weather, and related issues of their culture/country of origin.

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Question 1 - I teach Biology, so there are many options here for connecting to students' lives outside of school. Organ systems - maybe diagramming a particular meal you ate. Or biogeochemical cycles - students could sketch their neighborhoods or communities and show carbon sources and sinks.

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1. I teach electricity and renewable energy: which is in everyone's life.  Students could do a similar assignment like the one we viewed where they take pictures or bring in actual items to share.

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1. I teach electricity and renewable energy: which is in everyone's life.  Students could do a similar assignment like the one we viewed where they take pictures or bring in actual items to share.

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A unit on energy: Students can take pictures of energy use in their home/lives and then present them by the type of energy etc.
I suppose you could ask parents to okay any photos that are used, but that won't work with older students.

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A unit on energy: Students can take pictures of energy use in their home/lives and then present them by the type of energy etc.
I suppose you could ask parents to okay any photos that are used, but that won't work with older students.

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Good ol' Show & Tell :)

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Please choose one of these four questions to answer:

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Please choose one of these four questions to answer:

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1. Which curriculum units do you teach that could be connected to students’ lives outside of school?

2. Give one or two interest-driven lesson connections or investigations students could engage in.

3. How might you use the self-doc instructional technique in your teaching?

4. How will you create a safe classroom culture where students are able to openly share aspects of their lives? How can you help them share only what they and their families are comfortable sharing?